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"In the late 1970s, at the end of a decade that witnessed the rise of the contemporary women's movement and the emergence of pioneering new research on women and girls, the Harvard Educational Review published a series of landmark articles that subsequently transformed the way we think about educational research and educational institutions. Now, twenty years later, HER has delivered again. Minding Women: Reshaping the Educational Realm embraces a generation of scholarship, beginning with now-classic studies by Carol Gilligan and Jane Roland Martin, culminating in major new work by leading scholars who are reconfiguring feminist research. This important collection will again change the way we think about race, history, education, and the lives of girls." -- Sally Schwager, Director Women's History Institute, Harvard University "Minding Women: Reshaping the Educational Realm is a collection of articles by researchers, teachers, and students that have appeared in the Harvard Educational Review over the last thirty years. Its two-part title presents a dual challenge: the first, Minding Women, defends and draws upon an already flourishing movement in teaching, scholarship, and publishing. It is, in the editor's words, "to pay attention to and be concerned with the development and education of girls and women. The second, Reshaping the Educational Realm, is dependent on the first but more difficult to achieve, and barely attempted to date. It means effecting pedagogical and structural reforms in schooling, informed by powerful gender analyses. It all entails explicitly confronting the intellectual foundations of teaching and learning systems--the well-established, "malestream" systems of thought and disciplinary paradigms that are applied to education. It is evident that intellectual justice cannot be achieved by well-reasoned and empirically we--grounded scholarship alone; insistent, unremitting, and contentious disputation is also required. Perhaps this volume will be a call to action." -- Geraldine Joncich Clifford, University of California at Berkeley Edited by Christine A. Woyshner and Holly S. Gelfond